貧窮兒少學習表現與情境攸關教育不平等。本研究使用臺灣貧窮兒少資料庫三波資料，以社會資本接近與動員區分為架構，以生活滿意、學習投入與教育理想為能動性指標，探討中等教育階段貧窮學生的能動性、親密向上參考情境與學業前段位置之關聯。結果顯示：接近導向路徑中，學習投入與教育理想較高者，後續較不易處於高強度親密向上參考情境，且高強度情境反與較低學業前段可能性相關；動員導向路徑中，親密向上參考情境未形成支持性間接效果，在生活滿意模型更呈現負向直接關聯；「最要好朋友成績比我好」是兼具資源與壓力的複雜關係情境。

Academic performance and learning contexts among children and youth in poverty are central to understanding educational inequalities. Using three waves of data from the Taiwan Database of Children and Youth in Poverty and drawing on the access/mobilization distinction in social capital theory, this study examined agency, intimate upward reference contexts, and top-tier academic standing among secondary school students in poverty. Agency is measured in terms of life satisfaction, learning engagement, and educational aspirations. In the access-oriented pathway, higher learning engagement and educational aspirations predicted a lower likelihood of later experiencing high-intensity intimate upward reference contexts. These contexts were associated with a lower likelihood of top-tier academic standing. In the mobilization-oriented pathway, these contexts showed no supportive indirect effect and a negative direct association in the life satisfaction model. Therefore, having a best friend with higher grades constitutes a complex relational context involving both resource potential and pressure.